U.S. History. Curriculum Framework Evidence Planner. New York, NY

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1 AP U.S. History Curriculum Framework Evidence Planner New York, NY 2014 The College Board. College Board, Advanced Placement Program, AP and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web:

2 Introduction The Curriculum Framework Evidence Planner The Concept Outline How to Use This Document Teacher Planning Tool 9 Example 1 Period 7: Example 2 Period 7: Period 1: Period 2: Period 3: Period 4: Period 5: Period 6: Period 7: Period 8: Period 9: 1980 Present 96 Appendix: Historical Thinking Skills 2

3 Introduction The redesigned AP U.S. History Course and Exam are the product of several years of research into current best practices in history education. The resulting program of study reflects a commitment to what teachers, professors, and researchers of history teaching and learning have agreed is the main goal of a college-level survey course in U.S. history: that students should learn to use historical facts and evidence to achieve deeper conceptual understandings of major developments in U.S. history. To accomplish this goal, the AP U.S. History curriculum framework defines a set of clear learning objectives that are then assessed on the AP Exam. To become proficient in these learning objectives, students will need to master the kinds of thinking skills used by historians in their study of the past and become familiar with contemporary scholarly perspectives on major issues in U.S. history. Students must engage in a deep study of primary and secondary source evidence, analyze a wide array of historical facts and perspectives, and express historical arguments in writing. The curriculum framework contained in the Course and Exam Description is just that a framework for conveying the content, skills, and understandings identified by representative colleges and universities as required for credit and placement. The curriculum framework is not the complete curriculum. Locally, teachers will choose relevant historical evidence to examine the concepts. This approach allows for the greatest flexibility for teachers to focus in more depth on particular concepts or meet state or local requirements. The result is a course that prepares students for college credit and placement while relieving the pressure on AP teachers to cover all possible details of U.S. history at a superficial level. 3

4 The Curriculum Framework Evidence Planner This document, The Curriculum Framework Evidence Planner, provides a reformatted version of the AP U.S. History Curriculum Framework Concept Outline to aid teachers in planning their own course. Space is provided for teachers to identify specific examples and content that they are choosing to use in their instruction to investigate the key concepts. These examples might come from standards established by state curriculum guides or by school or district requirements. This Evidence Planner includes all the required concepts and topics from the AP U.S. History Curriculum Framework Concept Outline. Additionally, the specific learning objectives linked to each concept are the focus of AP Exam questions. When using this planning tool, teachers must also consider the application of the Historical Thinking Skills (see the Appendix). Students must become proficient in thinking and writing about the content that is chosen by the AP teacher for the AP course, in order to write well about it in response to AP Exam questions. For more ideas about planning the AP course, including Course Planning and Pacing Guides, sample syllabi, links to the online AP U.S. History Teacher Community, and more, please visit apcentral.collegeboard.org/apush. 4

5 The Concept Outline The historical statements in the concept outline were identified by a representative sample of colleges and universities as required for credit. The AP U.S. History course is organized into nine historical periods (the precolonial era to the present). The historical developments that are required knowledge for each period are presented in a set of conceptual statements known as the concept outline. The AP Exam questions do not require students to agree with the statements in the concept outline. It is the nature of history as a discipline that individual statements are open to differences of interpretation. Like all historical claims, the statements in the concept outline should be examined in light of primary sources and evidence as well as historical research. Teachers can help students examine these concepts as claims, based on current scholarship about United States history, similar to those typically analyzed in a college-level survey course. Teachers may wish to use these differences of interpretation as opportunities for student analysis of multiple perspectives. (For example, the statement the decision to drop the atomic bomb raised questions about American values suggests the value of analyzing multiple perspectives on that event.) Teachers must choose relevant historical evidence to illustrate by reference specific individuals, events, or documents as appropriate for each of the concepts. Because the concepts in the outline are broad, teachers must choose relevant historical evidence to investigate specific individuals, events, or documents as 5

6 appropriate for each of the concepts in this outline. Key concepts are designed, in connection to each other, to provide a balanced discussion of major developments in each period of American history. This approach provides the maximum degree of flexibility in instruction across states, districts, schools, and teachers, while also providing clarity regarding the concepts typically required for credit and placement. Students will need to demonstrate a strong knowledge of at least one example of each of the concepts in the concept outline to use as evidence when responding to written questions. While the multiple-choice questions on the AP Exam will expect that students will be familiar with major developments in each period of American history, the freeresponse section of the exam will ask students to critically analyze these concepts. Students will need to have a thorough mastery of these developments in order to answer multiple-choice questions correctly and have sufficient evidence to respond to written questions on the AP Exam. Rather than requiring students to respond to questions about every possible individual and event in American history, the freeresponse section of the AP U.S. History exam will require students to demonstrate strong knowledge of one example of each of the concepts in this concept outline by using historical examples (individuals, events, documents, etc.) of their choosing. Students are required to examine historical evidence especially as found in primary source documents as they explore the key concepts of each period. For example, an essay question might include the prompt, Some historians argue that and ask students to support, refute, or modify this assertion, using specific evidence to justify their answers. 6

7 How to Use This Document In order to help students investigate the key concepts in the AP U.S. History course, teachers must select specific groups, events, individuals, dates, or other historical details that they consider relevant. In addition, rather than trying to cover all possible examples of a particular concept, teachers should select fewer examples to teach in depth. For example, rather than giving cursory treatment to every example of America s economic, diplomatic, and military initiatives in the Western Hemisphere in the period ( 4.3.I.A), teachers should choose one to teach well. AP Exam questions will not require that all students know the same example of such initiatives. Instead, AP Exam questions will reward students for writing accurately about the initiative(s) their teacher chose to focus on. In the pages that follow, space is provided for you to insert the specific content (individuals, events, documents, etc.) you choose to focus on in your AP U.S. History course into the concept outline. Two examples of possible content choices are provided for Period 7 (addressing World War II). You may also find it helpful to provide this planning tool to your students to help them track and review the content you have chosen for analyzing each concept. This may provide them with a resource when reviewing evidence they have learned as they prepare for the AP Exam. 7

8 Present TEACHER PLANNING TOOL Period 7: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. EXAMPLE 8

9 EXAMPLE 1 Period 7: in depth KEY CONCEPT 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position. III. The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence, and transformed both American society and the relationship between the United States and the rest of the world. A) The mass mobilization of American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to improve their socioeconomic positions The draft War Refugee Board Tuskegee Airmen Franklin Roosevelt, Day of Infamy Speech Ronald Takaki, Double Victory EXAMPLE B) Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb raised questions about American values. Fair Employment Practices Commission, 1943 Zoot Suit Riots Supreme Court decision in Korematsu v. United States Freda Kerchwey, A Program of Inaction (on U.S. inaction against the Holocaust) Eisenhower s memoir The White House Years (on the decision to drop the atomic bomb) WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish American War, World Wars I and II, and the Cold War, and explain how U.S involvement in these conflicts has altered the U.S. role in world affairs ID-3: Analyze how U.S. involvement in international crises such as the Spanish- American war, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since

10 EXAMPLE 1 Period 7: in depth C) The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals. D) The dominant American role in the Allied victory and postwar peace settlements, combined with the warravaged condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth. Battle of Midway Manhattan Project wartime experiences of Daniel Inouye Morgenthau Plan Yalta Conference Richard Tregaskis, Guadalcanal Diary Franklin Roosevelt, Four Freedoms Speech Richard Overy, Why the Allies Won Franklin Roosevelt, Arsenal of Democracy speech Serhii Plokhy, Yalta EXAMPLE WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs. ID-3: Analyze how U.S. involvement in international crises such as the Spanish- American war, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since

11 EXAMPLE 2 Period 7: in depth KEY CONCEPT 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position. III. The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence, and transformed both American society and the relationship between the United States and the rest of the world. A) The mass mobilization of American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to improve their socioeconomic positions Victory Gardens Office of War Information Navajo Code-Talkers Rosie the Riveter song and magazine cover Studs Terkel, The Good War : An Oral History of World War II EXAMPLE B) Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb raised questions about American values. March on Washington movement 1943 Detroit Race Riot Executive Order 8802 Supreme Court decision in West Virginia State Board of Education v. Barnette Harry Truman s Warning to Japan Urging Surrender WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs. ID-3: Analyze how U.S. involvement in international crises such as the Spanish- American war, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since

12 EXAMPLE 2 Period 7: in depth C) The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals. D) Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb raised questions about American values. D-Day and invasion of Normandy development of sonar the liberation of Nazi death camps and the Holocaust Morgenthau Plan Yalta Conference Bretton Woods Atlantic Charter Frank Sinatra, The House I Live In (short film) James Brady, Flags of Our Fathers EXAMPLE agreements Benn Steil, The Battle of Bretton Woods Protocols of the Berlin Potsdam Conference WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs. ID-3: Analyze how U.S. involvement in international crises such as the Spanish- American war, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since

13 Present TEACHER PLANNING TOOL Period 1: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. 13

14 Period 1: in depth 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other. I. As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments. A) The spread of maize cultivation from presentday Mexico northward into the American Southwest and beyond supported economic development and social diversification among societies in these areas; a mix of foraging and hunting did the same for societies in the Northwest and areas of California. B) Societies responded to the lack of natural resources in the Great Basin and the western Great Plains by developing largely mobile lifestyles. PEO-1: Explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization) ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period ENV-2: Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period C) In the Northeast and along the Atlantic Seaboard some societies developed a mixed agricultural and hunter gatherer economy that favored the development of permanent villages. 14

15 Period 1: in depth 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. I. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic. A) Spanish and Portuguese exploration and conquest of the Americas led to widespread deadly epidemics, the emergence of racially mixed populations, and a caste system defined by an intermixture among Spanish settlers, Africans, and Native Americans. B) Spanish and Portuguese traders reached West Africa and partnered with some African groups to exploit local resources and recruit slave labor for the Americas. PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period 15

16 Period 1: in depth C) The introduction of new crops and livestock by the Spanish had far-reaching effects on native settlement patterns, as well as on economic, social, and political development in the Western Hemisphere. PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century D) In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support plantation-based agriculture and extract precious metals and other resources, was gradually replaced by African slavery. ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period 16

17 Period 1: in depth II. European expansion into the Western Hemisphere caused intense social/ religious, political, and economic competition in Europe and the promotion of empire building. A) European exploration and conquest were fueled by a desire for new sources of wealth, increased power and status, and converts to Christianity. B) New crops from the Americas stimulated European population growth, while new sources of mineral wealth facilitated the European shift from feudalism to capitalism. C) Improvements in technology and more organized methods for conducting international trade helped drive changes to economies in Europe and the Americas. ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period 17

18 Period 1: in depth 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. I. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples. A) With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly understood the native peoples they encountered in the Americas, leading to debates over how American Indians should be treated and how civilized these groups were compared to European standards. CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts B) Many Europeans developed a belief in white superiority to justify their subjugation of Africans and American Indians, using several different rationales. 18

19 Period 1: in depth II. Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs. (ID-4) (POL-1) (CUL-1) (ENV-2) A) European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment led to American Indian resistance and conflict. B) In spite of slavery, Africans cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees of cultural preservation and autonomy. ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts ENV-2: Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period 19

20 Present TEACHER PLANNING TOOL Period 2: Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. 20

21 Period 2: in depth 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. I. Seventeenth-century Spanish, French, Dutch, and British colonizers embraced different social and economic goals, cultural assumptions, and folkways, resulting in varied models of colonization. A) Spain sought to establish tight control over the process of colonization in the Western Hemisphere and to convert and/or exploit the native population. B) French and Dutch colonial efforts involved relatively few Europeans and used trade alliances and intermarriage with American Indians to acquire furs and other products for export to Europe. C) Unlike their European competitors, the English eventually sought to establish colonies based on agriculture, sending relatively large numbers of men and women to acquire land and populate their settlements, while having relatively hostile relationships with American Indians. WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War PEO-1: Explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization) WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction 21

22 Period 2: in depth II. The British American system of slavery developed out of the economic, demographic, and geographic characteristics of the British-controlled regions of the New World. A) Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain s case, with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy. B) The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand for colonial goods led to the emergence of the Atlantic slave trade. C) Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with native peoples. D) Africans developed both overt and covert means to resist the dehumanizing aspects of slavery. WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts 22

23 Period 2: in depth III. Along with other factors, environmental and geographical variations, including climate and natural resources, contributed to regional differences in what would become the British colonies. A) The New England colonies, founded primarily by Puritans seeking to establish a community of likeminded religious believers, developed a close-knit, homogeneous society and aided by favorable environmental conditions a thriving mixed economy of agriculture and commerce. B) The demographically, religiously, and ethnically diverse middle colonies supported a flourishing export economy based on cereal crops, while the Chesapeake colonies and North Carolina relied on the cultivation of tobacco, a labor-intensive product based on white indentured servants and African chattel. C) The colonies along the southernmost Atlantic coast and the British islands in the West Indies took advantage of long growing seasons by using slave labor to develop economies based on staple crops; in some cases, enslaved Africans constituted the majority of the population. WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century ENV-2: Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic 23

24 Period 2: in depth 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. I. Competition over resources between European rivals led to conflict within and between North American colonial possessions and American Indians. A) Conflicts in Europe spread to North America, as French, Dutch, British, and Spanish colonies allied, traded with, and armed American Indian groups, leading to continuing political instability B) As European nations competed in North America, their colonies focused on gaining new sources of labor and on producing and acquiring commodities that were valued in Europe. C) The goals and interests of European leaders at times diverged from those of colonial citizens, leading to growing mistrust on both sides of the Atlantic, as settlers, especially in the English colonies, expressed dissatisfaction over territorial settlements, frontier defense, and other issues. WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies PEO-1: Explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization) WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period 24

25 Period 2: in depth II. Clashes between European and American Indian social and economic values caused changes in both cultures. A) Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities, stimulating cultural and demographic changes. B) Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists worldviews on land and gender roles. C) By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare. ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts 25

26 Period 2: in depth 2.3: The increasing political, economic, and cultural exchanges within the Atlantic World had a profound impact on the development of colonial societies in North America. I. Atlantic World commercial, religious, philosophical, and political interactions among Europeans, Africans, and American native peoples stimulated economic growth, expanded social networks, and reshaped labor systems. A) The growth of an Atlantic economy throughout the 18th century created a shared labor market and a wide exchange of New World and European goods, as seen in the African slave trade and the shipment of products from the Americas. B) Several factors promoted Anglicization in the British colonies: the growth of autonomous political communities based on English models, the development of commercial ties and legal structures, the emergence of a trans- Atlantic print culture, Protestant evangelism, religious toleration, and the spread of European Enlightenment ideas. C) The presence of slavery and the impact of colonial wars stimulated the growth of ideas on race in this Atlantic system, leading to the emergence of racial stereotyping and the development of strict racial categories among British colonists, which contrasted with Spanish and French acceptance of racial gradations. WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic 26

27 Period 2: in depth II. Britain s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy. A) As regional distinctiveness among the British colonies diminished over time, they developed largely similar patterns of culture, laws, institutions, and governance within the context of the British imperial system. B) Late 17th-century efforts to integrate Britain s colonies into a coherent, hierarchical imperial structure and pursue mercantilist economic aims met with scant success due largely to varied forms of colonial resistance and conflicts with American Indian groups, and were followed by nearly a half-century of the British government s relative indifference to colonial governance. C) Resistance to imperial control in the British colonies drew on colonial experiences of selfgovernment, evolving local ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system. WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century ID-1: Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic 27

28 Present TEACHER PLANNING TOOL Period 3: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation s social, political, and economic identity. 28

29 Period 3: in depth 3.1: Britain s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States. I. Throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new United States government. A) English population growth and expansion into the interior disrupted existing French Indian fur trade networks and caused various Indian nations to shift alliances among competing European powers. B) After the British defeat of the French, white Indian conflicts continued to erupt as native groups sought both to continue trading with Europeans and to resist the encroachment of British colonists on traditional tribal lands. C) During and after the colonial war for independence, various tribes attempted to forge advantageous political alliances with one another and with European powers to protect their interests, limit migration of white settlers, and maintain their tribal lands. ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts 29

30 Period 3: in depth II. During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain. A) Great Britain s massive debt from the Seven Years War resulted in renewed efforts to consolidate imperial control over North American markets, taxes, and political institutions actions that were supported by some colonists but resisted by others. B) The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements that included newly mobilized laborers, artisans, and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the Enlightenment. C) Despite considerable loyalist opposition, as well as Great Britain s apparently overwhelming military and financial advantages, the patriot cause succeeded because of the colonists greater familiarity with the land, their resilient military and political leadership, their ideological commitment, and their support from European allies. ID-1: Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic 30

31 Period 3: in depth III. In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence. A) The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests. B) The French Revolution s spread throughout Europe and beyond helped fuel Americans debate not only about the nature of the United States s domestic order, but also about its proper role in the world. WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century C) Although George Washington s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790s. 31

32 Period 3: in depth 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World. I. During the 18th century, new ideas about politics and society led to debates about religion and governance, and ultimately inspired experiments with new governmental structures. A) Protestant evangelical religious fervor strengthened many British colonists understandings of themselves as a chosen people blessed with liberty, while Enlightenment philosophers and ideas inspired many American political thinkers to emphasize individual talent over hereditary privilege. B) The colonists belief in the superiority of republican self-government based on the natural rights of the people found its clearest American expression in Thomas Paine s Common Sense and in the Declaration of Independence. ID-1: Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic C) Many new state constitutions and the national Articles of Confederation, reflecting republican fears of both centralized power and excessive popular influence, placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship. 32

33 Period 3: in depth II. After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. A) Difficulties over trade, finances, and interstate and foreign relations, as well as internal unrest, led to calls for significant revisions to the Articles of Confederation and a stronger central government. B) Delegates from the states worked through a series of compromises to form a Constitution for a new national government, while providing limits on federal power. C) Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill of Rights shortly after the Constitution was adopted. WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th centrury through the early 20th century POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War D) As the first national administrations began to govern under the Constitution, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties. 33

34 Period 3: in depth III. While the new governments continued to limit rights to some groups, ideas promoting selfgovernment and personal liberty reverberated around the world. A) During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. B) The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these issues in later years. C) The American Revolution and the ideals set forth in the Declaration of Independence had reverberations in France, Haiti, and Latin America, inspiring future rebellions. ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century 34

35 Period 3: in depth 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity. I. As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. A) The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power over the interior of the continent resulted in new white Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers looking to assert more power in interior regions. B) Migrants from within North America and around the world continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling social and ethnic tensions. C) The Spanish, supported by the bonded labor of the local Indians, expanded their mission settlements into California, providing opportunities for social mobility among enterprising soldiers and settlers that led to new cultural blending. ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War 35

36 Period 3: in depth II. The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-appalachian West. A) As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property, and the restriction of slavery in the Northwest Territory. B) The Constitution s failure to precisely define the relationship between American Indian tribes and the national government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands. POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War C) As western settlers sought free navigation of the Mississippi River, the United States forged diplomatic initiatives to manage the conflict with Spain and to deal with the continued British presence on the American continent. 36

37 Period 3: in depth III. New voices for national identity challenged tendencies to cling to regional identities, contributing to the emergence of distinctly American cultural expressions. A) As national political institutions developed in the new United States, varying regionally based positions on economic, political, social, and foreign policy issues promoted the development of political parties. B) The expansion of slavery in the lower South and adjacent western lands, and its gradual disappearance elsewhere, began to create distinctive regional attitudes toward the institution. C) Enlightenment ideas and women s experiences in the movement for independence promoted an ideal of republican motherhood, which called on white women to maintain and teach republican values within the family and granted women a new importance in American political culture. ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century ENV-3: Analyze the role of environmental factors in contributing to regional economic and political identities in the 19th century, and how they affected conflicts such as the American Revolution and the Civil War 37

38 Present TEACHER PLANNING TOOL Period 4: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. 38

39 Period 4: in depth 4.1: The United States developed the world s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation s democratic ideals and to reform its institutions to match them. I. The nation s transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. A) As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalists and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/ or promote those agendas. B) Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century 39

40 Period 4: in depth C) With the acceleration of a national and international market economy, Americans debated the scope of government s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 D) Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution. POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century 40

41 Period 4: in depth II. Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. A) The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women s rights. B) Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the U.S. and many state governments continued to restrict African Americans citizenship possibilities. CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century C) Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, antiblack sentiments in political and popular culture, and restrictive anti-indian policies. 41

42 Period 4: in depth III. While Americans celebrated their nation s progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation s inhabitants developed distinctive cultures of their own. A) A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities. B) Various groups of American Indians, women, and religious followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class. C) Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status. ID-1: Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods ID-2: Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the U.S. in the 19th century ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries 42

43 Period 4: in depth 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. I. A global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing. A) Innovations including textile machinery, steam engines, interchangeable parts, canals, railroads, and the telegraph, as well as agricultural inventions, both extended markets and brought efficiency to production for those markets. WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives B) Increasing numbers of Americans, especially women in factories and low-skilled male workers, no longer relied on semisubsistence agriculture but made their livelihoods producing goods for distant markets, even as some urban entrepreneurs went into finance rather than manufacturing. 43

44 Period 4: in depth II. Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy. A) Southern cotton furnished the raw material for manufacturing in the Northeast, while the growth in cotton production and trade promoted the development of national economic ties, shaped the international economy, and fueled the internal slave trade. B) Despite some governmental and private efforts to create a unified national economy, most notably the American System, the shift to market production linked the North and the Midwest more closely than either was linked to the South. C) Efforts to exploit the nation s natural resources led to government efforts to promote free and forced migration of various American peoples across the continent, as well as to competing ideas about defining and managing labor systems, geographical boundaries, and natural resources. PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives 44

45 Period 4: in depth III. The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. A) With the opening of canals and new roads into the western territories, nativeborn white citizens relocated westward, relying on new community systems to replace their old family and local relationships. B) Migrants from Europe increased the population in the East and the Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest. C) The South remained politically, culturally, and ideologically distinct from the other sections, while continuing to rely on its exports to Europe for economic growth. WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly organized labor, Populist, and Progressive movements PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness 45

46 Period 4: in depth D) The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations. E) Regional interests continued to trump national concerns as the basis for many political leaders positions on economic issues including slavery, the national bank, tariffs, and internal improvements. WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly organized labor, Populist, and Progressive movements PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness 46

47 Period 4: in depth 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. I. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. A) Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia. WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War WOR-6: Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century and the early 20th century B) The U.S. sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts. 47

48 Period 4: in depth II. Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. A) With expanding borders came public debates about whether to expand and how to define and use the new territories. B) Federal government attempts to assert authority over the states brought resistance from state governments in the North and the South at different times. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations. WOR-6: Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century and the early 20th century PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century 48

49 Period 4: in depth III. The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. A) The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter. B) As overcultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the institution of slavery and sparking a broadscale debate about how to set national goals, priorities, and strategies. ENV-3: Analyze the role of environmental factors in contributing to regional economic and political identities in the 19th century, and how they affected conflicts such as the American Revolution and the Civil War POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century 49

50 Present TEACHER PLANNING TOOL Period 5: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war the course and aftermath of which transformed American society. 50

51 Period 5: in depth 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries. I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. A) The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era s political debates. B) The acquisition of new territory in the West and the U.S. victory in the Mexican-American War were accompanied by a heated controversy over allowing or forbidding slavery in newly acquired territories. ID-2: Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the U.S. in the 19th century WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War WOR-6: Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century and the early 20th century ENV-3: Analyze the role of environmental factors in contributing to regional economic and political identities in the 19th century, and how they affected conflicts such as the American Revolution and the Civil War ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction 51

52 Period 5: in depth C) The desire for access to western resources led to the environmental transformation of the region, new economic activities, and increased settlement in areas forcibly taken from American Indians. D) U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia. ID-2: Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the U.S. in the 19th century WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War WOR-6: Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century and the early 20th century ENV-3: Analyze the role of environmental factors in contributing to regional economic and political identities in the 19th century, and how they affected conflicts such as the American Revolution and the Civil War ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction 52

53 Period 5: in depth II. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. A) Substantial numbers of new international migrants who often lived in ethnic communities and retained their religion, language, and customs entered the country prior to the Civil War, giving rise to a major, often violent nativist movement that was strongly anti-catholic and aimed at limiting immigrants cultural influence and political and economic power. B) Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted during and after the Civil War with the passage of new legislation promoting national economic development. C) As the territorial boundaries of the United States expanded and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups cultures and ways of life and raising questions about their status and legal rights. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th centrury through the early 20th century PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century 53

54 Period 5: in depth 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. I. The institution of slavery and its attendant ideological debates, along with regional economic and demographic changes, territorial expansion in the 1840s and 1850s, and cultural differences between the North and the South, all intensified sectionalism. A) The North s expanding economy and its increasing reliance on a free-labor manufacturing economy contrasted with the South s dependence on an economic system characterized by slave-based agriculture and slow population growth. B) Abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, adopting strategies of resistance ranging from fierce arguments against the institution and assistance in helping slaves escape to willingness to use violence to achieve their goals. C) States rights, nullification, and racist stereotyping provided the foundation for the Southern defense of slavery as a positive good. ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century CUL-6: Analyze the role of culture and the arts in 19th- and 20th-century movements for social and political change 54

55 Period 5: in depth II. Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tensions worse, breaking down the trust between sectional leaders and culminating in the bitter election of 1860, followed by the secession of southern states. A) National leaders made a variety of proposals to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce sectional conflict. B) The second party system ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North and the Midwest. C) Lincoln s election on a free soil platform in the election of 1860 led various Southern leaders to conclude that their states must secede from the Union, precipitating civil war. PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century 55

56 Period 5: in depth 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights. I. The North s greater manpower and industrial resources, its leadership, and the decision for emancipation eventually led to the Union military victory over the Confederacy in the devastating Civil War. A) Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition. B) Lincoln s decision to issue the Emancipation Proclamation changed the purpose of the war, enabling many African Americans to fight in the Union Army, and helping prevent the Confederacy from gaining full diplomatic support from European powers. POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century ENV-3: Analyze the role of environmental factors in contributing to regional economic and political identities in the 19th century, and how they affected conflicts such as the American Revolution and the Civil War C) Although Confederate leadership showed initiative and daring early in the war, the Union ultimately succeeded due to improved military leadership, more effective strategies, key victories, greater resources, and the wartime destruction of the South s environment and infrastructure. 56

57 Period 5: in depth II. The Civil War and Reconstruction altered power relationships between the states and the federal government and among the executive, legislative, and judicial branches, ending slavery and the notion of a divisible union, but leaving unresolved questions of relative power and largely unchanged social and economic patterns. A) The 13th Amendment abolished slavery, bringing about the war s most dramatic social and economic change, but the exploitative and soilintensive sharecropping system endured for several generations. B) Efforts by radical and moderate Republicans to reconstruct the defeated South changed the balance of power between Congress and the presidency and yielded some short-term successes, reuniting the union, opening up political opportunities and other leadership roles to former slaves, and temporarily rearranging the relationships between white and black people in the South. POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century 57

58 Period 5: in depth III. The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. A) Although citizenship, equal protection of the laws, and voting rights were granted to African Americans in the 14th and 15th Amendments, these rights were progressively stripped away through segregation, violence, Supreme Court decisions, and local political tactics. B) The women s rights movement was both emboldened and divided over the 14th and 15th Amendments to the Constitution. ID-2: Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the U.S. in the 19th century POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century C) The Civil War Amendments established judicial principles that were stalled for many decades but eventually became the basis for court decisions upholding civil rights. 58

59 Present TEACHER PLANNING TOOL Period 6: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. 59

60 Period 6: in depth 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. I. Large-scale production accompanied by massive technological change, expanding international communication networks, and pro-growth government policies fueled the development of a Gilded Age marked by an emphasis on consumption, marketing, and business consolidation. A) Following the Civil War, government subsidies for transportation and communication systems opened new markets in North America, while technological innovations and redesigned financial and management structures such as monopolies sought to maximize the exploitation of natural resources and a growing labor force. B) Businesses and foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific, Asia, and Latin America. WXT-3: Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century WOR-3: Explain how the growing interconnection of the U.S. with worldwide economic, labor, and migration systems affected U.S. society since the late 19th century CUL-3: Explain how cultural values and artistic expression changed in response to the Civil War and the postwar industrialization of the United States CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries 60

61 Period 6: in depth C) Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism. WXT-3: Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century D) As cities grew substantially in both size and in number, some segments of American society enjoyed lives of extravagant conspicuous consumption, while many others lived in relative poverty. WOR-3: Explain how the growing interconnection of the U.S. with worldwide economic, labor, and migration systems affected U.S. society since the late 19th century CUL-3: Explain how cultural values and artistic expression changed in response to the Civil War and the postwar industrialization of the United States CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries 61

62 Period 6: in depth II. As leaders of big business and their allies in government aimed to create a unified industrialized nation, they were challenged in different ways by demographic issues, regional differences, and labor movements. A) The industrial workforce expanded through migration across national borders and internal migration, leading to a more diverse workforce, lower wages, and an increase in child labor. B) Labor and management battled for control over wages and working conditions, with workers organizing local and national unions and/ or directly confronting corporate power. C) Despite the industrialization of some segments of the southern economy, a change promoted by southern leaders who called for a New South, agrarian sharecropping, and tenant farming systems continued to dominate the region. WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and Progressive movements PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century 62

63 Period 6: in depth III. Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts. A) Government agencies and conservationist organizations contended with corporate interests about the extension of public control over natural resources, including land and water. B) Farmers adapted to the new realities of mechanized agriculture and dependence on the evolving railroad system by creating local and regional organizations that sought to resist corporate control of agricultural markets. C) The growth of corporate power in agriculture and economic instability in the farming sector inspired activists to create the People s (Populist) Party, which called for political reform and a stronger governmental role in the American economic system. D) Business interests battled conservationists as the latter sought to protect sections of unspoiled wilderness through the establishment of national parks and other conservationist and preservationist measures. ENV-5: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and Progressive movements POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century 63

64 Period 6: in depth 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women. I. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded, inspiring some reformers to attempt to address these inequities. A) Increased migrations from Asia and from southern and eastern Europe, as well as African American migrations within and out of the South, accompanied the mass movement of people into the nation s cities and the rural and boomtown areas of the West. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries B) Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated. PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society 64

65 Period 6: in depth C) Immigrants sought both to Americanize and to maintain their unique identities; along with others, such as some African Americans and women, they were able to take advantage of new career opportunities even in the face of widespread social prejudices. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population D) In an urban atmosphere where the access to power was unequally distributed, political machines provided social services in exchange for political support, settlement houses helped immigrants adapt to the new language and customs, and women s clubs and self-help groups targeted intellectual development and social and political reform. PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society 65

66 Period 6: in depth II. As transcontinental railroads were completed, bringing more settlers west, U.S. military actions, the destruction of the buffalo, the confinement of American Indians to reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity. A) Post Civil War migration to the American West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to expand the amount of land available to settlers. B) The competition for land in the West among white settlers, Indians, and Mexican Americans led to an increase in violent conflict. PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans ENV-5: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century C) The U.S. government generally responded to American Indian resistance with military force, eventually dispersing tribes onto small reservations and hoping to end American Indian tribal identities through assimilation. 66

67 Period 6: in depth 6.3: The Gilded Age witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. I. Gilded Age politics were intimately tied to big business and focused nationally on economic issues tariffs, currency, corporate expansion, and laissez-faire economic policy that engendered numerous calls for reform. A) Corruption in government especially as it related to big business energized the public to demand increased popular control and reform of local, state, and national governments, ranging from minor changes to major overhauls of the capitalist system. POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century B) Increasingly prominent racist and nativist theories, along with Supreme Court decisions such as Plessy v. Ferguson, were used to justify violence, as well as local and national policies of discrimination and segregation. 67

68 Period 6: in depth II. New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. A) Cultural and intellectual arguments justified the success of those at the top of the socioeconomic structure as both appropriate and inevitable, even as some leaders argued that the wealthy had some obligation to help the less fortunate. B) A number of critics challenged the dominant corporate ethic in the United States and sometimes capitalism itself, offering alternate visions of the good society through utopianism and the Social Gospel. ID-2: Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the U.S. in the 19th century CUL-3: Explain how cultural values and artistic expression changed in response to the Civil War and the postwar industrialization of the United States CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries CUL-6: Analyze the role of culture and the arts in 19thand 20th-century movements for social and political change C) Challenging their prescribed place, women and African American activists articulated alternative visions of political, social, and economic equality. 68

69 Present TEACHER PLANNING TOOL Period 7: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. 69

70 Period 7: in depth 7.1: Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. I. The continued growth and consolidation of large corporations transformed American society and the nation s economy, promoting urbanization and economic growth, even as business cycle fluctuations became increasingly severe. A) Large corporations came to dominate the U.S. economy as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques. B) The United States continued its transition from a rural, agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants, and international migrants who continued to flock to the United States. C) Even as economic growth continued, episodes of credit and market instability, most critically the Great Depression, led to calls for the creation of a stronger financial regulatory system. WOR-3: Explain how the growing interconnection of the U.S. with worldwide economic, labor, and migration systems affected U.S. society since the late 19th century ID-7: Analyze how changes in class identity and gender roles have related to economic, social, and cultural transformations since the late 19th century WXT-3: Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society 70

71 Period 7: in depth II. Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources. A) In the late 1890s and the early years of the 20th century, journalists and Progressive reformers largely urban and middle class, and often female worked to reform existing social and political institutions at the local, state, and federal levels by creating new organizations aimed at addressing social problems associated with an industrial society. B) Progressives promoted federal legislation to regulate abuses of the economy and the environment, and many sought to expand democracy. WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and Progressive movements WXT-8: Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society ENV-5: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries 71

72 Period 7: in depth III. National, state, and local reformers responded to economic upheavals, laissez-faire capitalism, and the Great Depression by transforming the U.S. into a limited welfare state. A) The liberalism of President Franklin Roosevelt s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy. B) Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even as conservatives in Congress and the Supreme Court sought to limit the New Deal s scope. C) Although the New Deal did not completely overcome the Depression, it left a legacy of reforms and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political realignment in which many ethnic groups, African Americans, and workingclass communities identified with the Democratic Party. WXT-8: Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century POL-4: Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government s role in U.S. political, social, and economic life ID-3: Analyze how U.S. involvement in international crises such as the Spanish American War, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries 72

73 Period 7: in depth 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread modern values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress. I. New technologies led to social transformations that improved the standard of living for many, while contributing to increased political and cultural conflicts. A) New technologies contributed to improved standards of living, greater personal mobility, and better communications systems. B) Technological change, modernization, and changing demographics led to increased political and cultural conflict on several fronts: tradition versus innovation, urban versus rural, fundamentalist Christianity versus scientific modernism, management versus labor, native-born versus new immigrants, white versus black, and idealism versus disillusionment. C) The rise of an urban, industrial society encouraged the development of a variety of cultural expressions for migrant, regional, and African American artists (expressed most notably in the Harlem Renaissance movement); it also contributed to national culture by making shared experiences more possible through art, cinema, and the mass media. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness ID-8: Explain how civil rights activism in the 20th century affected the growth of African American and other identity-based political and social movements WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives CUL-3: Explain how cultural values and artistic expression changed in response to the Civil War and the postwar industrialization of the United States CUL-6: Analyze the role of culture and the arts in 19thand 20th-century movements for social and political change CUL-7: Explain how and why modern cultural values and popular culture have grown since the early 20th century and how they have affected American politics and society 73

74 Period 7: in depth II. The global ramifications of World War I and wartime patriotism and xenophobia, combined with social tensions created by increased international migration, resulted in legislation restricting immigration from Asia and from southern and eastern Europe. A) World War I created a repressive atmosphere for civil liberties, resulting in official restrictions on freedom of speech. B) As labor strikes and racial strife disrupted society, the immediate postwar period witnessed the first Red Scare, which legitimized attacks on radicals and immigrants. C) Several acts of Congress established highly restrictive immigration quotas, while national policies continued to permit unrestricted immigration from nations in the Western Hemisphere, especially Mexico, in order to guarantee an inexpensive supply of labor. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century PEO-7: Explain how and why debates over immigration to the United States have changed since the turn of the 20th century WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century 74

75 Period 7: in depth III. Economic dislocations, social pressures, and the economic growth spurred by World Wars I and II led to a greater degree of migration within the United States, as well as migration to the United States from elsewhere in the Western Hemisphere. A) Although most African Americans remained in the South despite legalized segregation and racial violence, some began a Great Migration out of the South to pursue new economic opportunities offered by World War I. B) Many Americans migrated during the Great Depression, often driven by economic difficulties, and during World Wars I and II, as a result of the need for wartime production labor. C) Many Mexicans, drawn to the U.S. by economic opportunities, faced ambivalent government policies in the 1930s and 1940s. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness ID-8: Explain how civil rights activism in the 20th century affected the growth of African American and other identity-based political and social movements PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes 75

76 Period 7: in depth 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position. I. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific. A) The perception in the 1890s that the western frontier was closed, economic motives, competition with other European imperialist ventures of the time, and racial theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe. B) The American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia. C) Questions about America s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists. WOR-6: Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century and the early 20th century WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs ENV-5: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century 76

77 Period 7: in depth II. World War I and its aftermath intensified debates about the nation s role in the world and how best to achieve national security and pursue American interests. A) After initial neutrality in World War I the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs in response to Woodrow Wilson s call for the defense of humanitarian and democratic principles. B) Although the American Expeditionary Force played a relatively limited role in the war, Wilson was heavily involved in postwar negotiations, resulting in the Treaty of Versailles and the League of Nations, both of which generated substantial debate within the United States. C) In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism, which continued to the late 1930s. WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs ID-3: Analyze how U.S. involvement in international crises such as the Spanish American War, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century POL-6: Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century 77

78 Period 7: in depth III. The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence, and transformed both American society and the relationship between the United States and the rest of the world. A) The mass mobilization of American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to improve their socioeconomic positions. B) Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb raised questions about American values. C) The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals. D) The dominant American role in the Allied victory and postwar peace settlements, combined with the warravaged condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth. WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs ID-3: Analyze how U.S. involvement in international crises such as the Spanish American War, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since

79 Present TEACHER PLANNING TOOL Period 8: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals. 79

80 Period 8: in depth 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences. I. After World War II, the United States sought to stem the growth of Communist military power and ideological influence, create a stable global economy, and build an international security system. A) The United States developed a foreign policy based on collective security and a multilateral economic framework that bolstered non-communist nations. B) The United States sought to contain Sovietdominated communism through a variety of measures, including military engagements in Korea and Vietnam. WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs WOR-8: Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century C) The Cold War fluctuated between periods of direct and indirect military confrontation and periods of mutual coexistence (or détente). 80

81 Period 8: in depth II. As the United States focused on containing communism, it faced increasingly complex foreign policy issues, including decolonization, shifting international alignments and regional conflicts, and global economic and environmental changes. A) Postwar decolonization and the emergence of powerful nationalist movements in Asia, Africa, and the Middle East led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned. B) Cold War competition extended to Latin America, where the U.S. supported non-communist regimes with varying levels of commitment to democracy. C) Ideological, military, and economic concerns shaped U.S. involvement in the Middle East, with several oil crises in the region eventually sparking attempts at creating a national energy policy. ENV-5: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century WOR-3: Explain how the growing interconnection of the U.S. with worldwide economic, labor, and migration systems affected U.S. society since the late 19th century WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs WOR-8: Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century 81

82 Period 8: in depth III. Cold War policies led to continued public debates over the power of the federal government, acceptable means for pursuing international and domestic goals, and the proper balance between liberty and order. A) Americans debated policies and methods designed to root out Communists within the United States even as both parties tended to support the broader Cold War strategy of containing communism. B) Although the Korean conflict produced some minor domestic opposition, the Vietnam War saw the rise of sizable, passionate, and sometimes violent antiwar protests that became more numerous as the war escalated. C) Americans debated the merits of a large nuclear arsenal, the militaryindustrial complex, and the appropriate power of the executive branch in conducting foreign and military policy. ID-3: Analyze how U.S. involvement in international crises such as the Spanish American War, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century POL-7: Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century WOR-4: Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries 82

83 Period 8: in depth 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses. I. Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward equality was slow and halting. A) Following World War II, civil rights activists utilized a variety of strategies legal challenges, direct action, and nonviolent protest tactics to combat racial discrimination. B) Decision-makers in each of the three branches of the federal government used measures including desegregation of the armed services, Brown v. Board of Education, and the Civil Rights Act of 1964 to promote greater racial justice. C) Continuing white resistance slowed efforts at desegregation, sparking a series of social and political crises across the nation, while tensions among civil rights activists over tactical and philosophical issues increased after ID-8: Explain how civil rights activism in the 20th century affected the growth of African American and other identity-based political and social movements POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society POL-4: Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government s role in U.S. political, social, and economic life POL-7: Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century 83

84 Period 8: in depth II. Stirred by a growing awareness of inequalities in American society and by the African American civil rights movement, activists also addressed issues of identity and social justice, such as gender/ sexuality and ethnicity. A) Activists began to question society s assumptions about gender and to call for social and economic equality for women and for gays and lesbians. B) Latinos, American Indians, and Asian Americans began to demand social and economic equality and a redress of past injustices. POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society ID-8: Explain how civil rights activism in the 20th century affected the growth of African American and other identity-based political and social movements C) Despite the perception of overall affluence in postwar America, advocates raised awareness of the prevalence and persistence of poverty as a national problem, sparking efforts to address this issue. 84

85 Period 8: in depth III. As many liberal principles came to dominate postwar politics and court decisions, liberalism came under attack from the left as well as from resurgent conservative movements. A) Liberalism reached its zenith with Lyndon Johnson s Great Society efforts to use federal power to end racial discrimination, eliminate poverty, and address other social issues while attacking communism abroad. B) Liberal ideals were realized in Supreme Court decisions that expanded democracy and individual freedoms, Great Society social programs and policies, and the power of the federal government, yet these unintentionally helped energize a new conservative movement that mobilized to defend traditional visions of morality and the proper role of state authority. POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 POL-7: Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century C) Groups on the left also assailed liberals, claiming they did too little to transform the racial and economic status quo at home and pursued immoral policies abroad. 85

86 Period 8: in depth 8.3: Postwar economic, demographic, and technological changes had a farreaching impact on American society, politics, and the environment. I. Rapid economic and social changes in American society fostered a sense of optimism in the postwar years, as well as underlying concerns about how these changes were affecting American values. A) A burgeoning private sector, continued federal spending, the baby boom, and technological developments helped spur economic growth, middleclass suburbanization, social mobility, a rapid expansion of higher education, and the rise of the Sun Belt as a political and economic force. B) These economic and social changes, in addition to the anxiety engendered by the Cold War, led to an increasingly homogeneous mass culture, as well as challenges to conformity by artists, intellectuals, and rebellious youth. WXT-3: Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age WXT-5: Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers lives CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries CUL-6: Analyze the role of culture and the arts in 19thand 20th-century movements for social and political change C) Conservatives, fearing juvenile delinquency, urban unrest, and challenges to the traditional family, increasingly promoted their own values and ideology. 86

87 Period 8: in depth II. As federal programs expanded and economic growth reshaped American society, many sought greater access to prosperity even as critics began to question the burgeoning use of natural resources. A) Internal migrants as well as migrants from around the world sought access to the economic boom and other benefits of the United States, especially after the passage of new immigration laws in B) Responding to the abuse of natural resources and the alarming environmental problems, activists and legislators began to call for conservation measures and a fight against pollution. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries PEO-7: Explain how and why debates over immigration to the United States have changed since the turn of the 20th century 87

88 Period 8: in depth III. New demographic and social issues led to significant political and moral debates that sharply divided the nation. A) Although the image of the traditional nuclear family dominated popular perceptions in the postwar era, the family structure of Americans was undergoing profound changes as the number of working women increased and many social attitudes changed. B) Young people who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents generation, initiated a sexual revolution, and introduced greater informality into U.S. culture. ID-7: Analyze how changes in class identity and gender roles have related to economic, social, and cultural transformations since the late 19th century POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787 CUL-6: Analyze the role of culture and the arts in 19thand 20th-century movements for social and political change CUL-7: Explain how and why modern cultural values and popular culture have grown since the early 20th century and how they have affected American politics and society C) Conservatives and liberals clashed over many new social issues, the power of the presidency and the federal government, and movements for greater individual rights. 88

89 PRESENT TEACHER PLANNING TOOL Period 9: 1980 PRESENT As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. 89

90 Period 9: 1980 PRESENT in depth 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. I. Reduced public faith in the government s ability to solve social and economic problems, the growth of religious fundamentalism, and the dissemination of neoconservative thought all combined to invigorate conservatism. A) Public confidence and trust in government declined in the 1970s in the wake of economic challenges, political scandals, foreign policy failures, and a sense of social and moral decay. POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society B) The rapid and substantial growth of evangelical and fundamentalist Christian churches and organizations, as well as increased political participation by some of those groups, encouraged significant opposition to liberal social and political trends. 90

91 Period 9: 1980 PRESENT in depth II. Conservatives achieved some of their political and policy goals, but their success was limited by the enduring popularity and institutional strength of some government programs and public support for cultural trends of recent decades. A) Conservatives enjoyed significant victories related to taxation and deregulation of many industries, but many conservative efforts to advance moral ideals through politics met inertia and opposition. WXT-8: Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century POL-4: Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government s role in U.S. political, social, and economic life B) Although Republicans continued to denounce big government, the size and scope of the federal government continued to grow after 1980, as many programs remained popular with voters and difficult to reform or eliminate. 91

92 Period 9: 1980 PRESENT in depth 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role. I. The Reagan administration pursued a reinvigorated anti-communist and interventionist foreign policy that set the tone for later administrations. A) President Ronald Reagan, who initially rejected détente with increased defense spending, military action, and bellicose rhetoric, later developed a friendly relationship with Soviet leader Mikhail Gorbachev, leading to significant arms reductions by both countries. WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs WOR-8: Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century B) The end of the Cold War led to new diplomatic relationships but also new U.S. military and peacekeeping interventions, as well as debates over the nature and extent of American power in the world. 92

93 Period 9: 1980 PRESENT in depth II. Following the attacks of September 11, 2001, U.S. foreign policy and military involvement focused on a war on terrorism, which also generated debates about domestic security and civil rights. A) In the wake of attacks on the World Trade Center and the Pentagon, U.S. decision-makers launched foreign policy and military efforts against terrorism and lengthy, controversial conflicts in Afghanistan and Iraq. B) The war on terrorism sought to improve security within the United States but also raised questions about the protection of civil liberties and human rights. POL-7: Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century WOR-7: Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs WOR-8: Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century 93

94 Period 9: 1980 PRESENT in depth 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes. I. The increasing integration of the U.S. into the world economy was accompanied by economic instability and major policy, social, and environmental challenges. A) Economic inequality increased after 1980 as U.S. manufacturing jobs were eliminated, union membership declined, and real wages stagnated for the middle class. B) Policy debates intensified over free trade agreements, the size and scope of the government social safety net, and calls to reform the U.S. financial system. C) Conflict in the Middle East and concerns about climate change led to debates over U.S. dependence on fossil fuels and the impact of economic consumption on the environment. D) The spread of computer technology and the Internet into daily life increased access to information and led to new social behaviors and networks. WXT-3: Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and Progressive movements WOR-3: Explain how the growing interconnection of the U.S. with worldwide economic, labor, and migration systems affected U.S. society since the late 19th century ENV-5: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century CUL-7: Explain how and why modern cultural values and popular culture have grown since the early 20th century and how they have affected American politics and society 94

95 Period 9: 1980 PRESENT in depth II. The U.S. population continued to undergo significant demographic shifts that had profound cultural and political consequences. A) After 1980, the political, economic, and cultural influences of the American South and West continued to increase as population shifted to those areas, fueled in part by a surge in migration from regions that had not been heavily represented in earlier migrations, especially Latin America and Asia. B) The new migrants affected U.S. culture in many ways and supplied the economy with an important labor force, but they also became the focus of intense political, economic, and cultural debates. C) Demographic changes intensified debates about gender roles, family structures, and racial and national identity. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness ID-7: Analyze how changes in class identity and gender roles have related to economic, social, and cultural transformations since the late 19th century PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries PEO-7: Explain how and why debates over immigration to the United States have changed since the turn of the 20th century 95

96 Appendix Historical Thinking Skills This section presents the historical thinking skills that are meant to be explored by students throughout the AP U.S. History course. Every AP Exam question will require a student to apply one of the historical thinking skills to one of the thematic learning objectives (see Section II). See Section IV for more details about how the mastery of both skills and content will be assessed on the AP Exam. The AP U.S. History course, along with the AP World History and AP European History courses, seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning about the past. In the section that follows, four types of historical thinking skills are defined for teachers, accompanied by definitions of the specific historical thinking skills that are part of that type. The sections on chronological reasoning and comparison and contextualization focus on thinking historically, or the habits of mind that historians use when they approach the past in a critical way. The sections on crafting historical arguments from historical evidence and historical interpretation and synthesis focus on describing the skills used by historians when they construct and test historical arguments about the past. Each of the skills below is defined and then followed by a statement of the proficiency that students are expected to show in this skill on the AP Exam. This is accompanied by discussion of how this skill can be developed in tandem with an exploration of the content of the AP U.S. History course. 96

97 Students best develop historical thinking skills by investigating the past in ways that reflect the discipline of history, most particularly through the exploration and interpretation of a rich array of primary sources and secondary texts, and through the regular development of historical argumentation in writing. The skills can also be developed by teachers through explicit attention to historical thinking in individual or group activities, open-ended research and writing assignments, and skills-based formative assessment strategies. Students should engage in these activities to investigate and formulate historical arguments about the major developments in U.S. history. Skill Type Historical Thinking Skill I. Chronological Reasoning 1. Historical Causation 2. Patterns of Continuity and Change over Time 3. Periodization II. Comparison and Contextualization 4. Comparison III. Crafting Historical Arguments from Historical Evidence 5. Contextualization 6. Historical Argumentation IV. Historical Interpretation and Synthesis 8. Interpretation 7. Appropriate Use of Relevant Historical Evidence 9. Synthesis Skill Type I: Chronological Reasoning Skill 1: Historical Causation Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are longterm and proximate, and among coincidence, causation, and correlation. 97

98 Proficient students should be able to Compare causes and/or effects, including between short-term and longterm effects. Analyze and evaluate the interaction of multiple causes and/or effects. Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect. How could this skill be approached in the AP U.S. History course? This skill asks students to identify and compare basic causes and/or effects, and to distinguish between both short- and long-term causes and effects. Over the span of the course, students should move from describing causes to analyzing and evaluating the interaction of multiple causes and/or effects. In U.S. history, arguments about causation are similar to those in other histories or subdisciplines. For example, an effective analysis of the significance of the Civil War might consider both long-term and proximate causes as well as short- and long-term effects. So, discussing the long-term impact of growing economic divergence between the North and South could be weighed against the relatively short-term Congressional gridlock leading up to the outbreak of hostilities. Citing multiple contributing causes may also provide students with more compelling evidence to support larger investigations than focusing on a single cause. For example, teachers can explore the roots of the modern environmental movement in the Progressive Era and the New Deal, as well as debate underlying and proximate causes of environmental catastrophes arising from pesticide use and offshore oil drilling. Skill 2: Patterns of Continuity and Change over Time Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as the ability to relate these patterns to larger historical processes or themes. 98

99 Proficient students should be able to Analyze and evaluate historical patterns of continuity and change over time. Connect patterns of continuity and change over time to larger historical processes or themes. How could this skill be approached in the AP U.S. History course? This skill asks students to recognize, describe, and analyze instances of historical patterns of continuity and change over time. Although world historians frequently have to look for very large patterns of continuity and change across centuries, U.S. history researchers can focus on individuals and a somewhat narrower scope of time. Although this difference in scale can sometimes lead to an overemphasis on details rather than a description of larger patterns, it underscores the importance of integrating content with course themes. For example, the course theme and concept of identity can be discussed as both the denial and extension of political and economic rights to specific groups over different periods of time, while simultaneously highlighting the heroic accomplishments of individuals during their struggle for recognition. A teacher might choose to examine the restrictions of rights during America s wars in contrast to the opportunities for minorities to show their patriotism by serving in the armed forces, such as the internment of Japanese Americans and the heroism of Daniel Inouye in World War II. Skill 3: Periodization Historical thinking involves the ability to describe, analyze, evaluate, and construct models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions, or groups. How a historian defines historical periods depends on what the historian considers most significant political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative. Moreover, historical thinking involves being aware of how the circumstances and contexts of a historian s work might shape his or her choices about periodization. 99

100 Proficient students should be able to Explain ways that historical events and processes can be organized within blocks of time. Analyze and evaluate competing models of periodization of U.S. history. How could this skill be approached in the AP U.S. History course? Students should be familiar with different ways that historians divide time into historical periods and identify turning points in the past. Students might begin to develop this skill by examining and evaluating the model of periodization provided in this framework. Students might then compare this periodization against competing models, such as the one used in their textbook. Periodization has become increasingly relevant to U.S. history because recent historical researchers have challenged traditional ways of categorizing the past, particularly in relation to such underrepresented groups as American Indians. The result is that different texts and syllabi may use different periodizations for unit titles. This is an opportunity for teachers to challenge students to reflect on how the choice of different beginning and ending dates and the labels for specific time periods (such as the Progressive Era) can alter the historical narrative and give a higher value to one group over another. For example, the dates one sets for the beginning of the new conservative movement in the United States can emphasize one political and social narrative over another, impacting one s interpretation of the extent of social and political reforms. Teachers can pose questions such as: What is the best way of dividing the history of the United States into meaningful periods, or what are the consequences of choosing one set of dates for a particular movement instead of another time frame? Application of this skill can promote healthy discussions and deeper analyses of historical evidence. 100

101 Skill Type II: Comparison and Contextualization Skill 4: Comparison Historical thinking involves the ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. Proficient students should be able to Compare related historical developments and processes across place, time, and/or different societies, or within one society. Explain and evaluate multiple and differing perspectives on a given historical phenomenon. How could this skill be approached in the AP U.S. History course? This skill asks students to compare related historical developments and processes across place, time, or different societies (or within one society). More sophisticated students might be able to compare related historical developments and processes across more than one variable, such as geography, chronology, and different societies (or within one society), recognizing multiple and differing perspectives on a given historical phenomenon. In contrast to the research conducted in other histories, U.S. history researchers can focus on specific phenomena among fewer cultures over just a few centuries. One of the central questions of world history might be: How similar and how different were historical changes in different parts of the world? A similar comparison question in U.S. history might be: How similar and how different were the periods of U.S. expansion, or how does conservatism compare in the 1920s, 1950s, and 1980s? Another means of teaching this skill is to ask students to compare thematic developments in different time periods, such as how environmental attitudes and policies in the first decade of the 20th century compare with those in the last decade of that century, or the comparative impact of migrations to the U.S. in the 1890s and the 1980s. 101

102 Skill 5: Contextualization Historical thinking involves the ability to connect historical events and processes to specific circumstances of time and place and to broader regional, national, or global processes. Proficient students should be able to Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time. Explain and evaluate ways in which a phenomenon, event, or process connects to other, similar historical phenomena across time and place. How could this skill be approached in the AP U.S. History course? This skill asks students to recognize and explain ways in which historical phenomena or processes connect to broader regional, national, or global processes. The context for world history is the world as a whole; for European history, it is Europe as a whole; and for U.S. history, it is primarily the United States itself. The skill of contextualization therefore takes on different forms depending on the scope of time and geography. One of the central questions of world history is: How does the history of this specific region or era fit into the larger story of world history as a whole? For U.S. history that same contextualization question might be: How does the history of a particular group, region, or era fit into the larger story of the development of the United States? However, there are a growing number of topics in which teachers should consider challenging students with the broader context, especially when considering the theme of America in the world. For example, U.S. territorial expansion, emancipation, the Great Depression, and, of course, foreign policy initiatives are increasingly bringing into play the perspectives of other nations and world regions. One could also explore the interaction between a watershed event like Reconstruction and the civil rights movement. 102

103 Skill Type III: Crafting Historical Arguments from Historical Evidence Skill 6: Historical Argumentation Historical thinking involves the ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. Proficient students should be able to Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence. Construct convincing interpretations through analysis of disparate, relevant historical evidence. Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments. How could this skill be approached in the AP U.S. History course? This skill asks students to be able to describe commonly accepted historical arguments about the nature of the past and then explain how such arguments have been constructed from historical evidence. Over the span of the course, students should move from describing to evaluating the conflicting historical evidence used in making plausible historical arguments. In U.S. history, the skill of historical argumentation often operates in conjunction with course themes that transcend several periods and with other skills. For example, in conjunction with the theme of politics and power, students might be asked to examine evidence and construct an argument about the causes of the Civil War. The application of argumentation and causation might take students back to previous centuries to construct a coherent thesis with supporting evidence that includes a sophisticated analysis of the introduction of slavery to North American colonies, relative growth and economic divergence of geographic regions, the impact of migration and technology, Congressional gridlock, and political ideas about democracy and federalism. 103

104 Skill 7: Appropriate Use of Relevant Historical Evidence Historical thinking involves the ability to describe and evaluate evidence about the past from diverse sources (including written documents, works of art, archaeological artifacts, oral traditions, and other primary sources) and requires the students to pay attention to the content, authorship, purpose, format, and audience of such sources. It involves the capacity to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence, while also noting the context in which the evidence was produced and used, recognizing its limitations and assessing the points of view it reflects. Proficient students should be able to Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered. Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions. How could this skill be approached in the AP U.S. History course? This skill asks students to analyze documents for one or more of the following features: audience, purpose, point of view, format, argument, limitations, and context germane to the historical evidence considered. Based on their analysis of historical evidence, students should then be able to make supportable inferences or draw appropriate conclusions. AP teachers can expose students to a variety of sources to help them draw their own conclusions and inferences. Recent research in U.S. history highlights the inclusion of underrepresented groups and cultures, which also has increased the diversity of sources that historians use. For example, in determining the relationship of Native American tribes to their environment and making assertions about why some persevered and others disappeared, students may have to rely on archaeological or geographical analysis instead of the more traditional forms of evidence in historical research. In addition, popular culture provides useful sources for examining decades such as the 1950s; when exploring the course theme of America in the world, students may have to examine evidence beyond American actors and actions. 104

105 Skill Type IV: Historical Interpretation and Synthesis Skill 8: Interpretation Historical thinking involves the ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating points of view found in both. Proficient students should be able to Analyze diverse historical interpretations. Evaluate how historians perspectives influence their interpretations and how models of historical interpretation change over time. How could this skill be approached in the AP U.S. History course? This skill asks students to both describe and evaluate diverse historical interpretations. To help students create their own interpretation of U.S. history, students and teachers should examine changing historical interpretations over time, such as the different ways that historians have interpreted the institution of American slavery or evaluated Reconstruction. Historians have the added challenge of addressing presentism, or how contemporary ideas and perspectives are anachronistically introduced into depictions and interpretations of historical events. The skill of interpretation becomes particularly important as students progress from describing what they are learning about past events to reflecting on assorted historical evidence in terms of contextual values and cultural bias. Skill 9: Synthesis Historical thinking involves the ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present. 105

106 Proficient students should be able to Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past. Apply insights about the past to other historical contexts or circumstances, including the present. How could this skill be approached in the AP U.S. History course? This skill asks students to demonstrate an understanding of the past by making an argument that draws appropriately on ideas from different fields of inquiry or disciplines, when presented to them in the form of data and/or arguments. Synthesis takes distinctive forms depending on the subdiscipline or history course because each grapples with such diverse materials. Unlike the other histories, in U.S. history there is a predisposition of developing a single narrative that consolidates and merges many different cultures. Yet, the development of such a narrative raises the historiographical question about which groups are included or excluded from the story. Increasingly, historians are pulling evidence from a variety of disciplines and using a variety of other skills in the creation of new conceptions about past events. Students should be encouraged to challenge the narratives to which they are exposed so that they will have a better understanding of their place in an increasingly globalized and diverse world. 106